Imperatives in tertiary education to prepare our graduates for the rapidly changing needs of the Globalised world and internationalised workplace has lead to changes in the demands on academic programs. The language disciplines have much to offer this renewed model of tertiary education. This paper will examine how the adaptation of contemporary learning/teaching practices and the support of ICT into a redesigned language curriculum are helping to improve overall outcomes for students. The paper focuses on the integration of practices of co-operative group work, authentic communication, autonomous learning, peer and self evaluation. ICT support is embedded throughout the learning process in accordance with the learning and assessment needs. The normalisation of the place of reliable ICT within the curriculum is a part of this teaching approach. In addition to language skills students achieve outcomes in generic skills such as improved communication, research skills and greater awareness of issues relating to ICT. Even more importantly this approach allows the development of students' intercultural understanding to take a more central role in the teaching and learning process in the language classroom. The paper will include discussion of a trial conducted across beginner and intermediate levels of a tertiary education Japanese Studies program.
Copyright Common Ground and The Author/s. Article originally published in International Journal of the Humanities, 6:8, pp. 83-91. This version archived on behalf of the author/s and is available for individual, non-commercial use. Permission must be sought from the publisher to republish or reproduce or for any other purpose.